ArticleBehavioral sciences (Basel, Switzerland)2022
Multi-Informant Assessment of Adolescents' Social-Emotional Skills: Patterns of Agreement and Discrepancy among Teachers, Parents, and Students.
Article in Behavioral sciences (Basel, Switzerland), 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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4 citing papers in PubMed.
- Evaluating social-emotional skills among Arabic-speaking students: A multi-informant study of students, parents and teachers.The British journal of educational psychology · 2026Article
- Student-teacher agreement on personality traits and social competencies during early adolescence: A longitudinal study.PloS one · 2026Article
- Why does feedback work? Unpacking the serial mediation of emotion regulation and discourse skills in mathematics.Frontiers in psychology · 2026Article
- Digitally assessing social-emotional skills in early school years: initial validation of a screening instrument.Frontiers in psychology · 2025Article
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Authors and funding
4 authors.
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Abstract
objectivesThis study explores the patterns of agreement and discrepancy among informants (teachers, parents, and students) in the domains of the Social Emotional Skills Scale Assessment System-Social Skills Scales (SESAS-SS), which is a translation of the Social Skills Improvement System-Rating Scales (SSIS-RS) for use in Spain.
methodsThe sample is composed of students, 88 teachers, and 98 parents from Spanish secondary schools. Inter-rater agreements have been assessed, calculating the Pearson correlation coefficients among pairs of raters, effect size indices, and intraclass correlation coefficients at the subscale and total scale level.
resultsThe convergent validity coefficients were stronger than the divergent ones, with the highest level of agreement between teachers and parents in social skills, particularly for total social skills, engagement, empathy, and communication. The patterns of discrepancies confirmed weaker agreements between teachers and parents in self-control and between parents and students in empathy. Significant differences were also found in students' estimates depending on gender.
conclusionsThe SESAS-SS provides support for previous studies on inter-rater agreements for SS, extending the focus on the degree of agreement in the estimate of dyads of raters when considering the students' gender.
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